• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.103-110
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• 2005

The purpose of this study was to investigate the relation between the learning styles and science process skills of students of the gifted class in elementary school. Subjects were forty-eight students of the gifted class who are in the fifth grade studying at the gifted class of S elementary school in Bucheon, M and Y elementary school in Incheon on learning styles and science process skills of students. Learning Style Profile (LSP) was used as instrument to survey learning style of students of the gifted class which was developed by NASSP, and consists of four categories (cognitive skills, perceptual response, orientation and teaming preferences) and twenty-four subscales. The results of this study were as follows: 1. In the learning styles test, students of the gifted class have higher scores of spatial skill, sequential processing skill, persistence orientation, manipulative preference, temperature preference and afternoon preference than general class students, but they have lower scores of discrimination skill and lighting preference, and there were statistically significant difference. 2. In science process skills test, there were statistically significant difference between students of the gifted class and general students. 3. In the correlation between the learning styles and science process skills, there was positive correlation of observing skill with spatial skill and manipulate skill of cognitive skill domain. For classifying skill, there was positive correlation with visual perceptual response, but was negative correlations with auditory and emotive perceptual response of perceptual response domain and with evening preference and verbal risk orientation of study preference domain. For measuring skill, there was positive correlation with sequential processing skill of cognitive skill domain. For formulating hypotheses, there was controlling variables, there was positive correlation with sequential processing skill and simultaneous processing skill of cognitive skill domain, and with verbal-spatial preference and early morning study preference of study preference domain. When planning and managing the gifted class, it will be beneficial and effective to consider the meaningful relations between the elements of loaming style and science process skills in order to improve science process skills.

• 한국초등과학교육학회지:초등과학교육
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• 제25권spc5호
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• 과학교육연구지
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• 제38권3호
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• pp.612-624
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• 2014

이 연구는 초등과학 영재학생들과 일반학생을 대상으로 성공지능과 학습전략에 대한 관계를 알아보고자 하였다. 이를 위해 인천광역시 B 교육지원청 관내에 있는 3교의 단위학교 영재학급과 일반학생을 대상으로 설문조사 하였고, 이에 대한 결과를 간단히 요약하면 다음과 같다. 첫째, 성공지능과 학습전략에서 초등과학 영재학생이 일반학생보다 높았고 이는 통계적으로 유의한 차이가 있음을 알 수 있었다(p < .001). 둘째, 학년별로 성공지능과 학습전략을 비교했을 때, 5, 6학년 모두에서 영재학생이 일반학생보다 평균이 높았고 통계적으로 유의한 차이가 있음을 알 수 있었다(p < .001). 셋째, 성별에 따라 성공지능과 학습전략을 비교했을 경우, 남녀 모두에서 영재학생이 일반학생보다 높았고 이는 통계적으로 유의한 차이가 있었다(p < .001).

• East Asian mathematical journal
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• 제38권4호
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• pp.463-496
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• 2022

The purpose of this study is to analyze the mathematical creativity and computational thinking of mathematically gifted elementary students through a convergence class using programming and to identify what it means to provide the convergence class using Python for the mathematical creativity and computational thinking of mathematically gifted elementary students. To this end, the content of the nine sessions of the Python-applied convergence programs were developed, exploratory and heuristic case study was conducted to observe and analyze the mathematical creativity and computational thinking of mathematically gifted elementary students. The subject of this study was a single group of sixteen students from the mathematics and science gifted class, and the content of the nine sessions of the Python convergence class was recorded on their tablets. Additional data was collected through audio recording, observation. In fact, in order to solve a given problem creatively, students not only naturally organized and formalized existing mathematical concepts, mathematical symbols, and programming instructions, but also showed divergent thinking to solve problems flexibly from various perspectives. In addition, students experienced abstraction, iterative thinking, and critical thinking through activities to remove unnecessary elements, extract key elements, analyze mathematical concepts, and decompose problems into small components, and math gifted students showed a sense of achievement and challenge.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.87-98
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• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.536-548
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• 2014

The purpose of this study was to develop a science gifted education program as a strategy for modulating gifted children's overexcitabilities and to examine the effect of such program on task commitment and creative personality. The results of this study were as follows. First, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of task commitment. Looking at sub domains, significant results were obtained at self-regulation. Second, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of creative personality. Looking at sub domains, significant results were obtained at the self-conviction and humors. Third, students who experienced the classes showed affirmative responses that the new teaching method was interesting and helpful. Looking at the above results, science gifted education program which modulated gifted children's overexcitabilities can be considered as effective for improving task commitment and creative personality of elementary scientific gifted students.

• 과학교육연구지
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• 제38권1호
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• pp.196-204
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• 2014

영재성에는 인지적 특성과 함께 비인지적 특성이 포함되어있다. 그동안 영재교육에서 영재의 정의적 영역은 인지적 교육에 비해 소홀히 다루어왔다. 본 연구의 목적은 인성교육 프로그램이 초등과학영재 학생들의 도덕 판단력에 미치는 영향을 분석하는 것으로, 인간관계 중심의 6대 덕목인 '정직, 약속, 용서, 책임, 배려, 소유'의 인성교육 프로그램을 4주 동안 실행하였다. 그리고 도덕적 판단력 검사 KDIT를 통해 수업 적용 전과 후를 비교하고, 인성교육 프로그램의 효과와 성별에 따른 차이가 있는지를 알아보았다. 그 결과는 다음과 같다. 첫째, 인성교육 프로그램은 영재학생들의 도덕적 판단력을 향상시키는데 효과적인 것으로 나타났다. 둘째, 초등 과학영재 남학생과 여학생 집단 간의 차이는 유의미하지 않았다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• 영재교육연구
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• 제22권3호
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• pp.527-550
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• 2012

본 연구의 목적은 초등학교 영재학급 학생과 일반학급 학생들의 진로인식과 과학 선호도 및 과학자의 정형화된 이미지를 비교하는 것이다. 본 연구를 위해 초등학교 6학년 영재학생 52명, 일반학생 80명이 연구에 참여하였다. 본 연구의 결과는 다음과 같다. 첫째, 영재학생과 일반학생의 진로인식을 비교한 결과, 영재학생들의 진로인식이 더 높게 나왔으며, 두 집단 간의 유의미한 차이가 나타났다. 이를 통해 전반적으로 일반학생에 비해서 영재학생의 진로인식이 높다는 것을 알 수 있다. 둘째, 영재학생과 일반학급 학생의 과학 선호도는 영재학생이 유의미하게 높은 결과가 나왔다. 하위영역별로 자세히 보면 6개의 모든 하위영역에서 영재학생이 일반학생보다 유의미하게 높았으며, 성별에 따른 비교에서도 영재학생에서만 유의미한 차이가 있었다. 또한 집단과 성별의 차이 간 상호작용 효과는 일반학생에 비하여 영재학생이 과학 학습의 흥미와 학습 지속 실행의지가 높게 나타났다. 셋째, 영재학생과 일반학생의 정형화된 과학자의 이미지 검사를 실시한 결과, 영재학생에 비해 일반학생이 느끼는 과학자의 이미지에서 더 많은 정형화된 모습을 볼 수 있었다. 넷째, 영재학생의 진로인식과 과학 선호도, 진로인식과 과학자의 정형화된 이미지의 상관관계를 살펴본 결과 각각의 변인들 간에 유의미한 상관관계가 나타났다. 다중회귀분석을 통해 진로인식이 과학 선호도에 유의미하게 영향을 준다는 결과를 얻었다.